Psychological And Social Determinants Of Spm Mathematics Achievement Among Malaysian Secondary Students: A Comparative Analysis Between Sekolah Menengah Kebangsaan And Sekolah Menengah Agama

Abstract

Persistent underachievement in Sijil Pelajaran Malaysia (SPM) Mathematics continues to raise concern within Malaysia’s education system, with a significant proportion of students failing to meet expected proficiency levels. This study examines the psychological and social determinants influencing SPM Mathematics achievement among secondary school students in Masjid Tanah, Melaka. Data were collected using a structured questionnaire from 591 respondents (444 SMK and 147 SMA students) and analyzed quantitatively through descriptive and Pearson correlation analyses using SPSS version 27. Four key variables: student interest, mathematics anxiety, motivation, and peer influence were measured to assess their relationships with mathematics proficiency. The results revealed that student interest (r = 0.428–0.642) and motivation (r = 0.321–0.412) showed moderate to strong positive correlations with mathematics achievement, whereas anxiety demonstrated a weak negative correlation (r = −0.10 to −0.14) and peer influence exhibited a weak but significant positive correlation (r = 0.22–0.25). Comparative findings indicated that SMA students displayed stronger positive relationships between interest and motivation with mathematics proficiency than SMK students, reflecting higher academic discipline and consistent study habits. These findings highlight that mathematics achievement at the SPM level is shaped not only by cognitive ability but also by affective and social dimensions of learning. Practically, the study suggests that student-centered, anxiety-reducing instructional strategies should be prioritized in classrooms to enhance motivation and mathematics engagement in line with Malaysia’s education reform and SDG 4 (Quality Education).